Neurodiverse Affirming Teaching Practices - Part 2
Neurodiverse Affirming Teaching Practice is synonymous with developmentally appropriate teaching practice. When the focus of learning shifts away from chronological age expectations to developmental stage understanding learning becomes more relevant, appropriate, and engaging.
Read Part 2 to look into how Rachel’s classroom experience could have been different…
Neurodiverse Affirming Teaching Practices - Part 1
On her second day in the class, Rachel’s teacher explained that the class will ‘write’ about their holidays. The class was provided with ‘writing’ books that consisted of blue lined A4 exercise books.
Rachel stared out the window remembering her holiday at the beach with her family. Her teacher’s loud reminder to start writing abruptly brought Rachel back to her classroom. She looked down at her page and saw a sea of blue lines.